Cognitive and Social Presence While Problem Solving In An Online Geometry Course For Elementary Education Majors
Darryl Corey, Carmen Stokes, Kennesaw State University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this study is to explore student learning experiences in an online undergraduate geometry course designed for elementary education majors. More specifically, it examines students’ social and cognitive presence through participants’ interaction, communication, and collaboration while problem solving in an online environment. The theoretical framework used to guide the study was Community of Inquiry (Garrison, Anderson & Archer, 2000). The Community of Inquiry (CoI) framework was established to better explain and explore the relatively new online educational experience. More specifically, it was created to make sense of computer-mediated communications/discussions in the researchers’ online graduate program. For the purpose of this presentation and paper, we will only present preliminary findings of cognitive and social presence as they emerged during one assignment over a one week period. Early findings indicate both cognitive presence and social presence while solving a geometry problem in groups.
Corey, D. & Stokes, C. (2013). Cognitive and Social Presence While Problem Solving In An Online Geometry Course For Elementary Education Majors. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 343-349). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).